Next Grade Prep Priorities
KINDERGARTEN ESSENTIALS
|READING |Locate information in pictures |
|Answer questions with evidence (CCSSR1) |Listen for information |
|Summarize and Synthesize (CCSSR2) |Re-tell stories |
|Analyze character development (CCSSR3) |Identify character traits and actions |
|Analyze text structure (CCSSR5) |Classify |
| |Compare/contrast |
| |Predict |
| |Fiction: stories and fantasies |
|GENRES |Poems, songs, paintings |
| |Non-Fiction: science, social studies |
|WORD KNOWLEDGE/ |Consonants |
|PHONICS |Vowels |
| |Initial consonant blends |
| |Sight words—Fry 100 |
| |Fry phrases |
| |build sentences |
|WRITING |descriptive writing |
| |dictate language experience stories |
| |write captions |
| |journal |
| |Weather |
|SCIENCE |Plants |
|Explain with details. |Insects |
| |Birds |
| |Symbols |
|SOCIAL STUDIES |Pictograph |
|Explain with details. |Family |
| |Friendship |
| |School |
| |Helpers |
| |Rules and Responsibilities |
| |Count, read, write #1-20 |
|MATH |Compare whole numbers |
|Numbers and Operations |Recognize words to 10 |
| |Represent numbers using physical models |
| |Represent number facts to 20 |
| |Add |
| |Count by 2’s, 10’s |
| |Count backwards |
| |Subtract |
| |Word problems |
| |Fractions (whole, half) |
|LEARNING SKILLS |Listen |
| |Work with others |
| |Follow directions |
CPS Mathematics Targets—KINDERGARTEN
By the end of Kindergarten, students will:
Number Sense
□ Read and write numbers up to 20
□ Count by 1s up to 100
□ Connect numbers to quantities
□ Explore addition and subtraction situations using manipulatives, pictures, and symbols
□ Explore quantity and number
□ Begin to compare and order sets of objects
Measurement
□ Explore Measurement using non-standard units
□ Construct a sense of time and order of events through daily activities
□ Develop an initial understanding of comparing objects
□ Incorporate estimation and Measurement in play activities
Algebra
□ Explore simple patterns such as sounds, shapes, colors, and sequences
□ Describe and compare growth patterns (e.g., growing taller)
Geometry
□ Recognize shapes and structures in the environment
□ Sort simple 2-dimensional and 3-dimensional shapes
□ Find and name locations (e.g., “in front of,” “next to,” “behind”)
Data Analysis and Probability
□ Pose questions to gather and display data about themselves and their surroundings
□ Predict what would happen next
CPS Science Targets—KINDERGARTEN
By the end of Kindergarten, students will:
Scientific Inquiry Processes and Technological Design
□ Investigate the world around them over time with the help of an adult
□ Describe the world around them
□ Collect, write, and/or draw observations of the world around them
□ Explain their observations of the world around them
□ In small groups, list ideas for solving problems
Function, Adaptation, and Change of Living Things
□ Tell about the characteristics of living things
□ Compare young organisms to the parent organism
Interaction of Living Things with Each Other and the Environment
□ Describe how living things live in their environment
□ Observe how living things interact with each other
□ Compare similarities and differences between organisms
Matter and Energy
□ Explore properties of materials
□ Use senses to sort materials by their properties
□ Observe how water and other liquids affect materials
Force and Motion
□ Push and pull objects to see how they move
□ Talk about how objects move when pushed
Earth and Its Resources
□ Make and use scientific tools to observe weather
□ Observe weather over a period of time
□ Recycle and reuse items in the classroom and at home
Composition and Structure of the Universe
□ Pick out and name the objects in the sky they see all of the time (e.g., sun, moon, stars)
Practices of Science
□ Follow science safety rules
□ Use scientific habits of mind
Science, Technology, and Society
□ Talk about the work of meteorologists
□ Use science tools and technology in the classroom and tell about it
□ Talk about healthy choices
CPS Phonemic Awareness and Phonics Targets—KINDERGARTEN
By the end of Kindergarten, students will:
Phonemic/Phonological Awareness
• Recognize how many individual words are spoken in a phrase or simple sentence
• Count and pronounce segments and blend sounds in spoken words
• Recognize and create rhyming words (e.g., bear, care, fair)
• Identify and isolate beginning, middle, and ending sounds of three phoneme words
(e.g., beginning sound /b/ middle sound /a/ ending sound /t/ in the word bat)
Phonics, Decoding, and Word Recognition
• Recognize letters and the sounds they represent
• Identify long and short sounds for the five major vowels (a, e, i, o, u)
• Blend sounds to read one-syllable decodable words (/k/ /a/ /t/=cat)
• Recognize an increasing bank of high-frequency words (at least 25 high frequency
words)
• Use knowledge of phonics and sounds of letters to spell words
Core Reading Standards for Kindergarten
|READING LITERATURE |READING INFORMATIONAL TEXT/NONFICTION |
|KEY IDEAS AND DETAILS |KEY IDEAS AND DETAILS |
|1. With prompting and support, ask and answer questions about key |1. With prompting and support, ask and answer questions about key details |
|details in a text. |in a text. |
|2. With prompting and support, retell familiar stories, including key|2. With prompting and support, identify the main topic and retell key |
|details. |details of a text. |
|3. With prompting and support, identify characters, settings, and |3. With prompting and support, describe the connection between two |
|major events in a story. |individuals, events, ideas, or pieces of information in a text. |
|CRAFT AND STRUCTURE |CRAFT AND STRUCTURE |
|4. Ask and answer questions about unknown words in a text. |4. With prompting and support, ask and answer questions about unknown |
| |words in a text. |
|5. Recognize common types of texts (e.g., storybooks, poems). |5. Identify the front cover, back cover, and title page of a book. |
|6. With prompting and support, name the author and illustrator of a |6. Name the author and illustrator of a text and define the role of each |
|story and define the role of each in telling the story. |in presenting the ideas or information in a text. |
|INTEGRATION OF KNOWLEDGE AND IDEAS |INTEGRATION OF KNOWLEDGE AND IDEAS |
|7. With prompting and support, describe the relationship between |7. With prompting and support, describe the relationship between |
|illustrations and the story in which they appear (e.g., what moment |illustrations and the text in which they appear (e.g., what person, place,|
|in a story an Illustration depicts). |thing, or idea in the text an illustration depicts). |
|8. (Not applicable to literature) |8. With prompting and support, identify the reasons an author gives to |
| |support points in a text. |
|9. With prompting and support, compare and contrast the adventures |9. With prompting and support, identify basic similarities in and |
|and experiences of characters in familiar stories. |differences between two texts on the same topic (e.g., in illustrations, |
| |descriptions, or procedures). |
|RANGE AND LEVEL OF TEXT COMPLEXITY |RANGE AND LEVEL OF TEXT COMPLEXITY |
|10. Actively engage in group reading activities with purpose and |10. Actively engage in group reading activities with purpose and |
|understanding. |understanding. |
CPS Reading Targets—KINDERGARTEN
By the end of Kindergarten, students will:
Concepts about Print
□ Recognize the front and back covers and title page of a book
□ Recognize and name upper-case and lower-case letters
□ Understand that reading progresses from left to right, top to bottom, and page by page
□ Understand that print carries a message
□ Understand that words are separated by spaces in print
Comprehension
□ Predict what will happen next in a story using pictures and/or text • recall important facts from a text that is heard or read • retell a simple text and familiar stories in sequence • identify characters, settings, and important events in a story
□ Respond to questions about a text read-aloud
□ Understand the meaning of stories by making comments (e.g., I like this story because...; I think the character was...because...)
Fluency
□ Read emergent texts accurately with purpose and understanding phonemic/phonological awareness
□ Recognize how many individual words are spoken in a phrase or simple sentence
□ Count and pronounce segments and blend sounds in spoken words
□ Recognize and create rhyming words (e.g., bear, care, fair)
□ Identify and isolate beginning, middle, and ending sounds of three phoneme words (e.g., beginning sound /b/ middle sound /a/ ending sound /t/ in the word bat)
Vocabulary
□ Use a variety of resources (e.g., pictures, illustrations, asking others, context, and previous experiences) to learn the meaning of unfamiliar words
□ Develop vocabulary through listening, discussing, and direct teaching of words in literary, informational, and subject-specific texts (e.g. math, science, social science, art, music, health)
Speaking and listening
□ Actively participate in group conversations on kindergarten topics and texts by: • following agreed-upon discussion rules
□ Continuing a conversation with others
□ Describe familiar people, places, things, and events and provide additional detail with prompting and support
□ Tell stories, share information and ideas in a logical order while speaking in complete sentences
□ Speak audibly and express thoughts, feeling, and ideas in complete sentences
Core Writing Standards for Kindergarten
|TEXT TYPES AND PURPOSES |
|1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book |
|they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...). |
|2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about |
|and supply some information about the topic. |
|3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the |
|order in which they occurred, and provide a reaction to what happened. |
|PRODUCTION AND DISTRIBUTION OF WRITING |
|4. (Begins in grade 3) |
|5. With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. |
|6. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with |
|peers. |
|RESEARCH TO BUILD AND PRESENT KNOWLEDGE |
|7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). |
|8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. |
|9. (Begins in grade 4) |
|RANGE OF WRITING |
|10. (Begins in grade 3) |
CPS Writing Targets—KINDERGARTEN
By the end of Kindergarten, students will:
Process
□ Enjoy writing daily on topics they choose themselves
□ Make changes to pictures and/or words in response to questions or suggestions made by others
□ Talk about their work as writers
□ Look to published authors for ideas to include in their writing
Beginning Inquiry, Research & Communication
□ Seek answers to questions through active exploration
□ Discuss ideas to include in a story
Beginning Writing Skills
□ Use scribbles, approximation of letters, or known letters to represent written language (Stages of Writing)
□ Dictate stories and experiences
□ Use drawing and writing skills to convey meaning and information
□ Write labels, signs, or captions for drawings or illustrations
Conventions
□ Write most letters and some sight words when dictated and in their own writing (e.g., “the”, “a”, “I”)
□ Write some consonant-vowel-consonant words (e.g., “cat”, “dog”, “bat”)
□ Write first and last names, and first names of friends, by using upper-case an lower-case letters
□ Leave a space between words
□ Write left to right, top to bottom
□ Begin to use classroom resources such as alphabet charts and word lists to help with writing
□ Produce and expand complete sentences in shared language activities
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